Entering College Research Articles

Student Decision to Enter College in Bengkulu

Universities in Indonesia face increasingly fierce competition in attracting prospective students to remain and compete with other universities, Muhammadiyah University of Bengkulu needs to apply factors that can influence student decisions. This research aims to examine the influence of social media marketing, university reputation, tuition fees, location, and product variations on students' decisions to study at UM Bengkulu. The data used is primary data. This research is included in quantitative research with a purposive sampling technique. The population of this research was all UM Bengkulu students, totaling 800 respondents. This research uses SEM-PLS version 4.0. The results of this research state that tuition fees, location, and product variety have a significant influence on student decisions, while social media marketing and university reputation have no influence on students' decisions to study at UM Bengkulu.

Demographics, Purpose, and Dreams: Predicting Entering College as an Undecided Major Student

Undecided students who self-identify as uncertain of their academic path represent a unique population to support from an academic advising perspective. In a sample of 257,813 students who entered 243 four-year institutions nationally, this study examined the relationship between students who selected undecided as their intended college major and individual student characteristics. Results indicate a primary predictor of undecidedness is student acknowledgment of indecisiveness about their choice of major or career; however, undecidedness also is related to interpersonal and contextual characteristics previously unexamined. Advisors should assess students’ level of major and career certainty, concerns about financing college, and aspects of students’ identities that were predictive of undecidedness.

Psychosocial Readiness for College: A Multidimensional Model and Measure for Students Entering College in Their Twenties

Dropping out of college is often linked to insufficient academic or psychosocial readiness. Therefore, assessing students’ readiness, preferably before they begin their first year of college, may help identify those at risk of dropping out. The present study aimed to develop and test a multidimensional measure that assesses psychosocial factors promoting student persistence. The Psychosocial Readiness for College questionnaire (PRCq) aims to assess the readiness of students who have deferred entering college to their twenties and comprises six dimensions: Academic Self-Efficacy, Educational Commitment, Social Comfort, Campus Engagement, Self-Discipline, and Resilience. The PRCq was administered to five cohorts of first-year college students in Israel ( N = 7,382). The PRCq demonstrated good psychometric properties, and exploratory and confirmatory factor analyses supported its six dimensions. The PRCq demonstrated measurement invariance across age, gender, SES, first vs. non-first-generation students, and institution type. The PRCq’s construct validity was supported by the negligible associations between the scale scores and high-school GPA and pre-college scholastic aptitude test, and the pattern of associations with the Big-5 personality factors. The PRCq’s predictive validity was supported by the student dropout rate after one year. Implications for students at risk of dropping out and interventions to decrease this risk are discussed.

Adjusting to college—Do ability beliefs and confidence in getting support matter for performance and mental health?

Entering college, students are required to adjust to a new academic and social environment. During the COVID-19 pandemic, social interactions with peers and faculty were limited to online settings and access to campus resources was restricted. Hence, students who entered college in fall 2020 began their freshman year under particularly challenging circumstances. We used data from two freshman cohorts, who started college either before or during the pandemic. We investigated to what extent mid-quarter academic and social adjustment (i.e., ability beliefs and confidence in getting support) predicted end-of-quarter performance, psychological distress, and satisfaction of freshman students. Results showed that students who started college during the pandemic were less confident they could get support by peers in the middle of their first quarter. Furthermore, students from the second cohort reported higher psychological distress and lower satisfaction with their adjustment at the end of their first quarter. Results showed that ability beliefs played an important role for end-of-quarter performance, whereas confidence in getting support was more relevant for psychological well-being outcomes in both cohorts.

Temporal Changes To Fitness Perceptions And Exercise Satisfaction Of Former High School Athletes Entering College

Temporal Changes To Fitness Perceptions And Exercise Satisfaction Of Former High School Athletes Entering College

Associations Between Low-Household Income and First-Generation Status With College Student Belonging, Mental Health, and Well-Being

Entering college is recognized as a developmental milestone. Completing college is difficult, however, and students who are first-generation (FG) or low-income (LI) or both (FGLI) encounter unique challenges. In secondary analysis of data from a population-based survey ( N=1671 undergraduates) at two interconnected highly-selective institutions of higher education, we examined belonging, mental health, and well-being comparing the overall student body to FG, LI, and FGLI students. Most FG, LI, and FGLI students reported a strong sense of belonging, few mental health symptoms, and good general health and well-being. Compared to the overall student body, FG, LI and FGLI students reported lower levels of perceived family support, worse sleep quality, and worked more hours for pay; FG and FGLI students reported higher symptoms of depression; LI and FGLI reported less hazardous drinking. Interventions and programmatic changes at the institutional level are needed to build campuses where students of all backgrounds can thrive.

RANDOMIZED EVALUATION OF AN INTERVENTION TO ENHANCE A SENSE OF BELONGINGNESS AMONG ENTERING COLLEGE STUDENTS.

This study examined an intervention designed to improve sense of belongingness for new students at a medium-sized, four-year, public university in the Eastern United States. A randomized controlled trial was used to assess the impact of The Connection Project, a novel, 9-session intervention in a sample of 128 first-year students (77 treatment, 48 waitlist control). Given the onset of COVID-19, students received a hybrid in-person/online intervention. At post-intervention, the intervention group reported a significantly higher sense of school belongingness, after accounting for baseline levels, than control group students. Post-hoc analyses of moderation by demographic variables indicate that the intervention functioned similarly for students from a variety of backgrounds in this sample. These results are interpreted as suggesting the potential value of this intervention to promote a sense of community and connection among new students in college, whether delivered in-person or online.

Interpersonal Violence Victimization Among Youth Entering College: A Preliminary Analysis Examining the Differences Between LGBTQ and Non-LGBTQ Youth

Evidence from the literature suggests that lesbian, gay, bisexual, transgender, and queer (LGBTQ) people are at greater risk of experiencing sexual victimization (SV) and intimate partner physical violence (IPPV) than their heterosexual and cisgender peers. Although there has been a plethora of recent research investigating the victimization experiences among LGBTQ adults, little research has examined victimization among LGBTQ youth. The current study consists of a preliminary analysis that compares the prevalence rates of SV and IPPV between LGBTQ and non-LGBTQ youth entering college. First-year students at a large Midwestern university were asked to complete an online questionnaire containing comprehensive measures of SV and IPPV. Results suggested that LGBTQ youth (n = 41) experienced higher rates of nearly every type of violent victimization when compared with their non-LGBTQ peers (n = 350). These results support previous research, which suggests LGBTQ people are at increased risk to be sexually and physically victimized. The results also extended the extant literature by utilizing a subsample of LGBTQ youth, among whom there is a particular dearth of research, relative to adults. This research is a step toward understanding the types of victimization experiences encountered by LGBTQ youth and provides descriptive details that may help to inform future research, school policy, and interventions aimed at improving the safety, health, and well-being of the LGBTQ community.

과학영재들의 대학진학 이후의 경험 및 교육 요구 조사 : KAIST 총장장학생 중심으로

본 연구의 목적은 과학영재들의 대학진학 이후의 경험을 분석하여 과학영재들의 발달에 영향을 준 경험과 의미를 분석하고, 과학영재들이 대학진학 이후 필요로 하는 교육적 요구를 조사하는데 있다. 이를 위하여 KAIST에 진학한 과학영재들 중 총장장학생으로 선발된 후 어느 정도의 대학생활을 경험한 4학년 이상의 우수 과학영재 17명을 연구대상으로 선정하였다. 대학진학 이후의 경험 및 경험들의 의미와 영향을 살펴보기 위하여 1:1 심층 면담을 실시하였으며, 심층 면담 내용의 전사와 전사내용에 대한 연구 참여자의 분석 및 영재교육전문가와의 의견 교환을 통하여 연구결과를 도출하였다. 그 결과, 우수 과학영재들은 고등학교에서의 R&E 프로그램을 통하여 연구에 대한 많은 관심을 갖게 되었으며, 대학진학 이후에도 자연스럽게 연구 프로그램에 참여하고 있었다. 또한, 우수 과학영재들은 신입생 시절부터 전공과목을 이수하면서, 복수전공 이수로 이어졌다. 한편, 우수 과학영재들은 지도교수(멘토), 동료(친구, 선·후배)로부터 인지적, 사회·심리적 발달 및 안정에 큰 영향을 받고 있었다. 우수 과학영재들은 대학교에서 연구 및 진로관련 프로그램이 확대되길 희망하였으며, 이공계 중심의 교육에서 벗어나 인문‧사회 교육 프로그램이 제공되길 원하였다. 본 연구의 결과는 17명의 우수 과학영재들의 사례를 분석한 것으로 연구결과를 일반화하기에는 무리가 있으나, 대학생 과학영재에 대한 연구가 부족한 만큼 과학영재들을 위한 대학 교육의 방향과 프로그램의 개발 방향에 대한 자료로 활용할 수 있을 것으로 기대된다.

Adjustment Problems, Depression and Academic Achievement: The Mediating Role of Resilience

Entering college is a challenging phase as students have to experience adjustment problems which in turns significantly influence psychological wellbeing and educational attainment. The study intended to explore the mediational function of resilience within adjustment problems, academic achievement and depression. Sample (N = 880) was selected with age ranged from 16-26 years through purposive sampling from four universities of Lahore. Adjustment Problems Scale (Kazmi & Muazzam, 2017), Psychological Resilience Scale (Jawahir, 2013) and Siddiqui Shah Depression Scale (Siddiqui & Shah, 1992) were used to assess major constructs of the study. Results demonstrated a positive relation between adjustment problems and depression while inverse relation existed between adjustment problems and academic achievement. Likewise, depression positively predicted adjustment problems while adjustment problems inversely predicted academic achievement. Additionally, resilience mediated the relationship between adjustment problems and depression as well as between adjustment problems and academic achievement. The present findings would be useful for clinical psychologists/ counselors for the initial screening and managing adjustment problems in students.

The Temporal Association Between Physical Activity and Fruit and Vegetable Consumption: A Longitudinal Within- and Between-Person Investigation.

Entering college is associated with significant lifestyle changes and the potential adoption of a lifelong lifestyle. This study examined the longitudinal relationship between physical activity (PA) and fruit and vegetable consumption (FVC) in the hopes that findings could inform student health promotion. A total of 369 undergraduate students provided complete responses to demographic, PA, and FVC items via an online survey 3 times over a 6-month period. Random intercept cross-lagged panel modeling examined the association between PA and FVC. Models demonstrated a strong fit for both moderate PA and vigorous PA. In both models, FVC, but not PA, was stable across the 3 waves. Neither model revealed a temporal association between PA and FVC. Unlike the moderate PA model, the vigorous PA model revealed a strong positive association between trait-like vigorous PA and trait-like FVC. The stability of FVC over time reinforces the importance of facilitating the adoption and maintenance of healthy dietary behaviors among college students, whereas the instability of PA over time highlights the importance of promoting students' PA year round. The absence of a temporal link between PA and FVC indicates that promotion of one behavior should not be assumed to result in improvement of the other.

Prime Time: The First 6 Weeks Adjusting, Belonging, and Thriving in College

Entering college as a first-year student or going back to a college campus as a returner or transfer student can prove to be an exciting yet difficult time for a myriad of reasons.

Returns for a Touchdown? Universities Entering College Football

Between 2004 and 2014, 50 colleges have started football teams. The expansion of college football, both in terms of new locations and spending at existing programs, can be attributed in part to the belief that athletic success brings other benefits, including increases in donations, student applications, enrollment and student quality (Humphreys and Mondello 2007; Smith 2009; Tucker and Amato 1993). However, is this true for colleges with no football tradition? Given the upfront costs and long odds of on field success, is implementation of a football team enough to expect beneficial outcomes? We analyze a sample of colleges that started football programs in the last decade against a control group without the sport in order to test the short-term benefits of starting a team. Results show that while there is an immediate increase in applications to the college, the quality and retention of students declines.

Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study.

Entering college with posttraumatic stress disorder (PTSD) symptomatology has been linked to poor academic performance and increased risk for dropping out of college; however, little is known regarding the mechanisms by which PTSD symptoms have deleterious effects on college outcomes. Drawing from a self-regulated learning (SRL) perspective, which suggests that students' learning behaviors and outcomes can be influenced by contextual and developmental factors, we hypothesized that students who enter college with high PTSD symptomatology may experience difficulties in effort regulation, which in turn, may have deleterious effects on their academic performance and college persistence. These hypothesized relationships, as well as the potential gender differences in these relationships were examined using a longitudinal study design and a multigroup structural equation modeling approach. Of the 928 1st-year students who participated in the study, 484 (52.2%) students who reported lifetime exposure to traumatic events constituted the final sample of the study. The prevalence of PTSD among the trauma-exposed participants was 12.4%. After controlling for participation in on-campus activities and American College Testing (ACT) assessment scores, the relationship between PTSD symptomatology in the 1st semester of college and 2nd-year enrollment was mediated by effort regulation and 1st-year cumulative grade-point average (GPA). Specifically, participants who started college with higher levels of PTSD symptomatology also reported lower levels of effort regulation, which in turn, had a significant indirect effect on 2nd-year enrollment through 1st-year GPA. Results also indicated that the paths in the hypothesized model were not significantly different for men and women. (PsycINFO Database Record

Body Composition, Fitness Status, and Health Behaviors Upon Entering College: An Examination of Female College Students From Diverse Populations.

Although poor health-related behaviors that impact development of chronic diseases begin much earlier than when actual disease is evident, few studies have examined health behaviors in college students, who may be at an important transitional period where early intervention could prevent development of chronic diseases. The purpose of this study was to examine health-related factors in female college students (N = 61) by race/ethnicity and weight status. We found significant differences in health profiles between non-Hispanic White (White) and African American students, including greater physical fitness and healthier diets among White students. Overweight/obese students had worse health profiles than healthy BMI students. Furthermore, weight status was significantly associated with cardiovascular fitness. This supports a focus on PA promotion for interventions in the period of emerging adulthood, alongside the other healthy behaviors, to elicit improvements in weight status and potential reduction of chronic disease risks.

Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College

This paper presents findings about the challenges today’s college freshmen face, and the information-seeking strategies they develop, use, and adapt as they make the transition from high school to college and begin to complete college-level research assignments. Included are data from a comparative analysis of library resources in 30 US high school and 6 college and university libraries; interviews with 35 first-term freshmen from 6 US colleges and universities; and an online survey with 1,941 US high school and college student respondents. Findings indicate a majority of freshmen find it difficult to effectively search academic library portals. To a lesser extent, they struggle with reading and comprehending scholarly materials once they are able to find them and have trouble figuring out faculty expectations for course research assignments. Taken together, our findings suggest the Google-centric search skills that freshmen bring from high school only get them so far with finding and using trusted sources they need for fulfilling college research assignments. Moreover, many freshmen appeared to be unfamiliar with how academic libraries — and the vast array of digital resources they provide — can best meet their needs. Included are recommendations for how campus-wide stakeholders — librarians, faculty, and administrators — can work together when instructing freshmen to be better researchers.

A Research on Determinants of the Perception of the Necessity to Enter College among Employees -Focused on New Graduates from a Vocational High Schools-

A Research on Determinants of the Perception of the Necessity to Enter College among Employees -Focused on New Graduates from a Vocational High Schools-

Refreshing the Voluntary National Content Standards in Economics

The second edition of the Voluntary National Content Standards in Economics was published by the Council for Economic Education in 2010. The authors examine the process for revising these precollege content standards and highlight several changes that appear in the new document. They also review the impact the standards have had on precollege economic education since the original edition was released in 1997, and conclude with their response to comments offered by participants in a January 2012 American Economic Association conference session titled, “What Economics Should We Teach Before Students Enter College? The Voluntary National Content Standards in Economics and the AP.”

The Awareness of the Profession of Audiology Among Entering College Students

The purpose of this study was to develop and pilot test a survey of entering college students' awareness of the profession of audiology and to report the preliminary results of the survey. A survey was developed and administered in 2003 at the California University of Pennsylvania. A modified survey was administered in 2009. Survey questions asked students to identify what audiologists do and the education requirements to become an audiologist. Seventeen percent of the students self-reported that they knew what an audiologist did and were able to accurately describe the profession. Approximately 30% of the students learned about audiology from family/friends. Students reported selecting their major based on interest in a specific field and not on market-driven forces such as job opportunities and salary. Future surveys should be conducted to confirm the extent of the lack of visibility of audiology as a profession and to serve as a metric for the efficacy of future marketing efforts in the profession.

Nonconsensual Sexual Experiences and Alcohol Consumption Among Women Entering College

The authors investigated the relationship between precollege nonconsensual sexual experiences (NSEs) and drinking among women entering college. College women (N = 797) at a midwestern university participated. Eighteen percent reported one or more NSE prior to arriving at college. Having a precollege NSE was associated with recent drinking, binge drinking, and negative drinking consequences. The authors discuss implications for intervention and prevention programs targeting college women.